1. Board Presentation:Social, Emotional and BehavioralLearningFebruary 13, 2013 Presented by the SEBL Team

2. Goal Goal 21Goal3Goal 4Goal5 3. Smart Goal During the 2012-2013 school year, the Director of Student Services will develop a systematic, coordinated approach for addressing students social, emotional and behavioral learning needs as measured by the completion of action plan activities. 4. Social Emotional Learning A definition of Social Emotional Learning: Social and Emotional Learning (SEL) is the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors. 5. Illinois Learning Standards (SEL) The standards describe the content and skills forstudents in grades K - 12 for social and emotionallearning. Each standard includes five benchmark levelsthat describe what students should know and be able todo K-12 . These standards build on the Illinois Social/EmotionalDevelopment Standards of the Illinois Early LearningStandards. These standards have been developed in accordancewith Section 15(a) of Public Act 93-0495. This Act callsupon the Illinois State Board of Education to "developand implement a plan to incorporate social andemotional development standards as part of the Illinois 6. ISBE Social/Emotional Learning Goals Goal 1 - Develop self-awareness andself-management skills to achieveschool and life success. Goal 2 - Use social-awareness andinterpersonal skills to establish andmaintain positive relationships. Goal 3 - Demonstrate decision-makingskills and responsible behaviors inpersonal, school, and communitycontexts. 7. Process Administration provided informationregarding current state and desiredoutcome Developed SEBL Committee Conducted a gap analysis Stakeholder surveys student, staff,parent Conducted research curricula,assessment, counseling model, staffing Comprehensive comparison analysis of allcomponents Recommendations 8. SEBL CommitteeKendrick BaileyDHS CounselorChristine Barrow Elementary CounselorAli Bond Director of Student ServicesAlyssa CabreraSchool Social WorkerKaren ConlonSchool PsychologistLou Dobrydnia DHS CounselorLiz GroseSchool PsychologistTerri Hadley DMS CounselorStephanie Hayes DHS CounselorKim Klokkenga DHS CounselorTerri Patterson DVMS CounselorTeresa VonRohrSchool Social Worker 9. Gap Analysis Current State Desired State Character education takes PreK-12 charactera variety of formats at eacheducation provided throughlevel No specific curriculumsystematic curriculum toto address social emotional address social emotionallearninglearning No monitoring of student Assessment tools tosocial emotionalmonitor social emotionallearning/needslearning/needs Disparities within Equitable counseling staffcounseling staff available at as per ASCAeach building recommendations Parental communication is Develop parent information 10. SEL Survey ResultsStakeholder # of #1 Element Responses of Concern Students2310Bullying Staff186 BullyingParents 770 PositiveChoices 11. Comprehensive Overview of SEBL Systematic Approach Character Education DevelopmentalCurriculum provided by Counseling Model for ILteachers within: Schools (Based on Elementary - class ASCA model)meetings Academic Middle Schools - Classroo Career mCounseliIntervention Block Personal/Social High School - Freshman Instructio ng EmotionalAdvisory/ Homeroom nSupportDistrictRtI/Datawide Tiered Support Collection Component Character Education Benchmark data (3 x/yr) s Advisory Progress Monitoring Data Parent Education(Tier2/Tier 3 interventions) Staff Program EvaluationDevelopment/On- Discipline Data going Discipline Approach 12. Classroom Instruction Character EducationCurriculum(guaranteed/viable)provided by teacherswithin:Classroo Elementary - class mmeetings Instructio Middle Schools nIntervention Block High School FreshmanAdvisory/ Homeroom 13. Counseling Support DevelopmentalCounseling Modelfor IL Schools(Based on ASCAmodel) Academic CounselingSupport Career Personal/SocialEmotional 14. District Wide ComponentsDistrict Wide CharacterComponentsEducationAdvisory ParentEducation StaffDevelopment/On-going DisciplineApproach 15. RtI/Data CollectionRtI /Data Tiered SupportCollection Benchmark data (3 x/yr) Progress Monitoring Data(Tier2/Tier 3 interventions) Program Evaluation Discipline Data 16. Recommendations - Curricula Research based Curricula for Character Education Guaranteed and viable PreK-8 Second Step 9-12 School Connect Directly aligned to the state SEL standards including: empathy, emotional management, problem solving, self regulation, executive function skills (bully prevention and positive choices) Professional Development will be provided Integrated within PLC design 17. Second Step SkillsSkills Pre-K K-3 4-56-8Skills forLearningEmpathy &CommunicationEmotionManagementFriendshipSkills &Problem 6thSolvingBullyingPreventionSubstanceAbusePreventionGoal Setting8th 18. School-ConnectModule 1 Module 2 Module 3 Module 4 Creating aDevelopingBuildingResolvingsupportiveSelf- AcademicConflicts &LearningAwareness Strengths & MakingCommunity and Self- Purpose DecisionsManagementThinking differently, Awareness & Apply self- Building anactive listeningcontrol of personal awareness & self- retaininggrowth andmanagement to friendshipsdevelopment academicsWorking Build on characterIdentify & applyIdentify conflictcollaboratively strengthmultiple intelstyles & potentialstrengths effectsFostering trusting, Reduce negative Obstacles toIntroduce & applysupportivethinking, manageacademicproblem solvingrelationships anger, cope achievement,skillsw/stressattitude towardschoolPractice in Positive emotions Career & collegePractice specific 19. Distribution of Time for CounselorsDelivery System Component ElementaryMiddleHigh SchoolSchool Time School Time TimeGuidance Curriculum 35%-45% 25%-35% 15%-25%assist with theimplementation of thecharacter ed. curriculumIndividual Student Planning 5%-10%15%-25% 25%-35% planning interventionlessons, schedulingclasses, careerdevelopmentResponsive Services 30%-40% 30%-40% 25%-35%Small Group or 1-1System Support - Building 10%-15% 10%-15% 15%-20%wide support 20. Recommendations - Assessment Assessment Collect benchmark data to identify studentswho are average, at-risk and in need ofintervention Progress monitor students who are in Tier 2and Tier 3 interventions Evaluate the curriculum Summative assessment Process assessment Outcome evaluation 21. Recommendations - Staffing Approach Note: ASCA Recommendation is 1/250 Elementary - 1 counselor per building Current state is 1/1816 Phase 1 - 3/1816 or 1/605 Future state is 5/1816 or 1/363 Middle School 1 counselor per building Current state is 2/925 or 1/463 (adequate/reasonable) High School 1 counselor/250 student per ASCA recommendation Current state is 3/1230 or 1/410 Phase 1 - 4/1230/or 1/308 Future state is 5/1230 or 1/249 Student Services Secretary 1 FTE 22. Counseling ModelsElements Traditional DevelopmentalDevelopmental CounselingModel for ILFoundation Crisis Counseling Preventive &Beliefs, vision, mission statement, needs assessment results, school improvement Information Crisisplans, Domains: academic, career, social Service Counselingemotional; SchoolLegislation/Standards/Competencies Counseling CurriculumManagement Programming/Career Planning Program design, advisory council and steering committee, materials and staff support, Scheduling& Development sequential schedule/calendar, time distributions, program componentsDelivery ReactiveProactive Developmental Goals and Competencies, Implementing the Four Components: Clerical/Task Goal-Oriented Counseling Curriculum, Individual Planning, OrientedResponsive Services, System SupportAccountability Unplanned Planned Daily Accountability Process, Assessment of Student Competencies and Program UnstructuredActivities Ancillary Service Accountable Integral Part of Educational Prog. 23. Parental Information/Communication Parent survey indicated the following areas of interest: Behavior Management Child Development Reinforcing Study Skills Workshops for parents Communication through district blog, building newsletters, email 24. New Initiatives in 2013-14 Parent Forums on key topics: drugs, alcohol,depression Consider more random drug testing & frequentlocker searches Deterrent for students Ensure safety in our schools A possible safe haven for students who struggle withdrugs, alcohol, depression (non punitive resourceand referral system) School Tipline - http://www.schooltipline.com/ The establishment of standardized processes andprocedures (ie: communication, data collection,